text:
Counterinsurgents in the Halls of Power
Internecine ideological battles have bedeviled the foreign policy of every U.S. administration in recent memory. Human rights liberals fought unsuccessfully with Cold Warriors for control of the Carter administration. New-right hardliners initially won the war for Ronald Reagan's foreign policy soul but then lost it to George Schultz's old-guard Republican realists. The Clinton administration became an altar on which liberal interventionists exorcised the Democratic Party's Vietnam Syndrome demons. Most bitterly and most tragically, the first term of George W. Bush's presidency demonstrated what happens when neoconservatives and their allies win more ideological contests than they lose.
Barack Obama's young presidency is already remarkable in many ways. One of the least remarked upon, however, is the absence of clear internecine ideological combat. The Obama administration has no shortage of internal divisions, even when it comes to foreign policy. For instance, several young foreign-policy scholars who signed on with Obama's campaign when he was an underdog for the Democratic presidential nomination expressed bewilderment and disappointment at the subsequent nomination of Hillary Rodham Clinton as Secretary of State after Obama's election victory. Clinton's arrival at the State Department became a vehicle for Clintonites to exact revenge for the protracted primary battle by denying candidate Obama's policy advisers the jobs they expected to have once he became president. But this has primarily been a political battle, not an ideological one. The Clintonites might be more establishment-minded than their progressive Obama-centric counterparts, but they're also more technocrats than reactionaries. ...
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- As U.S. Draws Down, Afghanistan's Women Weigh Uncertain Future
- Afghanistan's Ghani Builds Regional Momentum for Taliban Talks
- Strategic Horizons: The U.S. Must Prepare for the Dissolution of Iraq
- World Citizen: Islamic State Targets Minorities to Exploit Rifts in Arab Societies
- Peshawar Attack: Pakistan's Weak Security Puts Cities in Line of Fire


text:
Diamond Supply Co OG Script White T-Shirt
Item # 211189
50% Off Last Marked Price
Stash Points: 1,497
What is this?
This is the number of points you get in The Zumiez Stash for purchasing this item. Stash points are redeemable for exclusive rewards only available to Zumiez Stash members. To redeem your points check out the rewards catalog on thestash.zumiez.com.Description
Keep your style game on point with the help of the Diamond Supply OG Script t-shirt in white.
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subset: commoncrawl


text: Sudbury Senior Center honors volunteers The Boston Globe Share Tweet By Jennifer Fenn Lefferts Globe Correspondent May 12, 2013 Continue reading below The Sudbury Senior Center recently held its annual volunteer appreciation luncheon to celebrate the help of those who offer their time to support the community's older residents. About 150 of the center's 240 volunteers attended the event. Get Today's Headlines from the Globe in your inbox: Please enter a valid email address Thank you for subscribing to Today's Headlines! Privacy Policy Continue reading below Top 10 Trending Articles Most Viewed Most Commented Most Shared


text:
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Woodvale Court Fire Incident
For Release
November 28, 2012
Page Content
On Tuesday, November 27
at approximately 8:00 a.m., fire and rescue units were dispatched to a fire in a single-family home located in the 13500 block of Woodvale Court in Woodbridge.
Upon arriving on the scene, fire and rescue units observed smoke showing from the front, side and rear of the home.
Firefighters were notified that everyone was safely out of the home and were directed to the fire in the basement.
Fire and rescue units proceeded to the basement and attacked and extinguished the fire.
Firefighters searched for extension; no further extension was found.
Red Cross was called to the scene to assist the family; 2 adults, 1 child and 2 dogs.
No injuries were reported.
According to the Fire Marshal's Office, estimated damages are $40,000.
The origin of the fire was the basement. The Fire Marshal's Office has classified the fire as undetermined.


text:
Comprehensive Description
Read full entryBiology
Inhabits intertidal reef flats. Also found in seagrass habitats to few meters depth (Ref. 48635). Ovoviviparous (Ref. 205). The male carries the eggs in a brood pouch which is found under the tail (Ref. 205). Males may be brooding at 4.6 cm SL (Ref. 30874). Seen in lagoons and seaward reefs in 0-6 m (Ref 90102).Trusted


text:
Two new downloadable content packs for the PC version of Deus Ex: Human Revolution have been released on Steam.
The Explosive Mission Pack and the Tactical Enhancement Pack, both pre-order bonuses, are available to download from Steam.
The details in full:
Explosive Mission Pack (�1.99)
- Bonus mission
- Grenade Launcher
- Remote-Detonated Explosive Device
- Automatic Unlocking Device.
Tactical Enhancement Pack (�1.19)
- Double-Barrel Shotgun
- Silenced Sniper Rifle
- 10,000 extra in-game credits
Next month Square Enix will release The Missing Link DLC add-on for the game, a weighty five-hour segment accessed from the game's menu.


text:
definition of Wikipedia
Advertizing ▼
Humberto Robinson | |
Relief pitcher | |
Born: Colón, Panama |
June 25, 1930|
Died: September 29, 2009 Brooklyn, New York |
(aged 79)|
Batted: Right | Threw: Right |
MLB debut | |
April 20, 1955 for the Milwaukee Braves | |
Last MLB appearance | |
July 24, 1960 for the Philadelphia Phillies | |
Career statistics | |
Win–loss record | 8-13 |
Strikeouts | 114 |
Earned run average | 3.25 |
Teams | |
Humberto Valentino Robinson (June 25, 1930 – September 29, 2009) was a middle relief pitcher in Major League Baseball who played from 1955 through 1960 for the Milwaukee Braves (1955, 1958), Cleveland Indians (1959) and Philadelphia Phillies (1959–1960). Listed at 6' 1", 155 lb., Robinson batted and threw right-handed. He was born in Colón, Panama.
Robinson made history by becoming the first Panamanian-born player to appear in a Major League game, when he debuted with the Braves on April 20, 1955. His efforts would enable future generations of fellow countrymen to follow him, including Juan Berenguer, Rod Carew, Roberto Kelly, Carlos Lee, Héctor López, Ben Oglivie, Adolfo Phillips, Mariano Rivera, Manny Sanguillén and Rennie Stennett, between others.
In an eight-season career, Robinson posted a 8–13 record with a 3.25 ERA and four saves in 102 appearances, including seven starts and two complete games, giving up 77 earned runs on 189 hits and 90 walks while striking out 114 in 213.0 innings of work.
In 10 minor league seasons, Robinson compiled a record of 122–84 with a 3.05 ERA for nine different teams (1951-'57, 1960-'62). He also was a main force in the pitching staff of Panamanian teams during the first stage of the Caribbean Series.
Robinson died in Brooklyn, New York at the age of 79, due to complications from Alzheimer's disease.
Contents |
This biographical article relating to a Panamanian baseball figure is a stub. You can help Wikipedia by expanding it. |
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- Shopping Bag ( 0 items )
From the Publisher
"Compelling story rich with emotion, triumph and second chances."" –RT Book Reviews on EVERYTHING IS YOU
"Yum! This third novel in the Sag Harbor Village series is smooth and sexy like dark chocolate!" –RT Book Reviews on TOUCH ME NOW


text:
Release Date: 2004 | Tracklist
Very good album. Some fantastic stuff on here.
Nice review. I'll occasionally listen to something like this, such as Ahab but generally it's a bit too slow moving for me.
Cool review, sounds like my joy.
album is really fucking good, but would be stronger without the piano tracks imo
Album Rating: 4.5Album rocks out loud
Digging: Dodheimsgard - A Umbra Omega
Bands: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z


text:
Out of Stock
Item # GIO0521
Don't worry though, we have a lot more Men's Short Finger Cycling Gloves in stock than that.
Giordana Competitive Cyclist Team Summer Gloves $0.00
Reviews & Community
What do you think of the
Giordana Competitive Cyclist Team Summer Gloves
? Share a...
Minimal? not really.
- Familiarity: I've used it once or twice and have initial impressions
- Fit: True to size
I thought these would have hardly any padding at all and they are very padded along the base of the fingers which makes it feel like oven mitts on the bike. Description is misleading.


text: How does your department handle ice rescues. With the recent low temperatures the public lakes and rivers have been frozen over since the middle of December. Earlier this week we had an incident where a dog (luckily not a human)had fallen through the ice and the owners called 911. Luckily the dog had gotton out before we arrived on scene. The Ice thickness in our area this year has not got over 8 inches, we are not as fortunate at the northern states. If you have any sugestions it would be greatly appreciated.


text:
Team training at the IMG Academy includes the following: Baseball, Basketball, Football, Golf, Lacrosse, Soccer, Tennis, Track and Field and Cross Country. The most successful teams rely on camaraderie, dedication, trust and unity. Prepare for your season as a team at the world's most prestigious and advanced training grounds. You can also customize your training experience with Athletic and Personal Development disciplines like Physical Conditioning, Mental Conditioning, Leadership, Nutrition, Vision and more. Team Training slots fill up quickly, so speak to a team advisor today by calling 1-800-872-6425.
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Notable professional/collegiate teams and organizations that we've hosted, trained or consulted for:
"It's the perfect environment for a young player or a pro player to come and spend time and concentrate on their sport…You don't get any better than this."


text:
This recipe is from Episode 4 of Secret Meat Business
To make the dough:
1. |
In a mixing bowl place flour and yogurt and blend till it forms a soft dough.
2. |
Set the dough to one side and let it rest for ½ an hour.
To make the filling:
1. |
Heat a pot over a medium heat and add olive oil, garlic, and onion.
2. |
Stir, until soft, add the cumin and bay leaves.
3. |
Season with salt and pepper, then the sesame seeds.
4. |
Stir for two to three minutes
5. |
Add the lamb ensuring that all clumps are broken up, stir until the meat is cooked.
6. |
Stir in the coriander, parsley, mint, lemon zest and raisins, then add the almonds.
7. |
Place the mixture into a dish and cool in the fridge.
8. |
Cut the dough in half and dust it with flour, roll out to ½ cm thick and cut into 10 cm circles.
9. |
Add a tablespoon full of the cooled lamb meat to the centre of the dough and wet the edges with water, fold over and pinch the edges, sealing the meat inside.
10. |
Repeat the process until all dumpling mix is finished.
11. |
Place dumplings in a pot of boiling water, for 3 to 4 minutes or until cooked.
12. |
Place dumpling on a large plate and serve with yogurt and burnt butter sauce.
» Metric Converter |
Semillon, Pinot Gris and Dessert Wines are the best wines to pair with Uzbek Dumplings.
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13 May 5:30am
Recipe by Adrian Richardson from Secret Meat Business
On 26 Mar
3 Simple Steps to Avoid Food Wastage
On 16 Apr


text:
Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities.
Abstract. Secondary students with high-incidence cognitive disabilities often struggle to meet the demands of the general education curriculum due to poor reading skills. To address this challenge, we examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of secondary students in content-rich history classes. Students were assigned to one of three conditions: audio textbook combined with the SLiCK strategy, the audio textbook alone, or a control condition. Students in the groups using the audio text, both alone and with the strategy, performed significantly higher on content-area assessments than students in the control condition; however, there was no significant difference in scores between the group using the SLiCK strategy and the group using the audio text alone. Still, it is noteworthy that use of the audio text had a significant effect on secondary-level content acquisition. Outcomes are discussed, and implications for practice, strategy development, and future research are presented.**********
The Individuals with Disabilities Educational Act (IDEA) Amendments of 1997 supported previous legislation stipulating that students with disabilities have access to and make progress in the general education curriculum (Cawley, Hayden, Cade, & Baker-Kroczynski, 2002). Secondary students with high-incidence disabilities (e.g., learning disabilities, emotional disorders) often struggle to meet the demands of the general education curriculum due to poor reading skills and a lack of effective learning strategies.
According to the National Institute of Child Health and Human Development (NICHD) (Lyon, 1998), there are at least four reasons why students fail to read effectively: (a) phonemic awareness deficits, (b) failure to learn and apply effective reading strategies, (c) lack of motivation to learn to read, and (d) inadequate teacher preparation in strategies and methods of reading instruction. NICHD further suggests that there is an urgent need to intervene with students with reading disabilities, for by the time they reach high school their reading failure has affected other aspects of their academic and social life. At the secondary level, instructional goals shift from mastering reading skills to mastering high-level content material. Without effective reading skills in areas such as decoding, fluency, and comprehension, students are ill equipped to meet the demands of the curriculum. Not surprisingly, the gap between expected performance and actual achievement for students with learning disabilities (LD) increases at the secondary level, often resulting in frustration and withdrawal from school (Deshler et al., 2001).
Secondary students with high-incidence cognitive disabilities face challenging curricular demands, as they are required to meet school-system standards set for general education students. That is, in order to be successful, students with these disabilities are expected to read high-level textbooks independently, master content information, and apply previous knowledge to new learning situations (Deshler, Ellis, & Lenz, 1996; National Reading Panel, 2000).
Due to a lack of effective learning and reading strategies, these students typically experience difficulty reading and comprehending assigned textbooks in content-area classes. Indeed, these textbooks, typically the primary access routes to the required content information (Harniss, Hollenbeck, Crawford, & Carnine, 1994), often have readability levels well beyond these students' abilities, leading to frustration for many (Wait, 1987). For example, in an examination of 10 eighth-grade U.S. history textbooks, Kinder, Bursuck, and Epstein (1992) discovered an average readability level of high 10th grade. Due to problems with readability, many students spend an excessive amount of valuable learning time decoding difficult concepts and vocabulary at the expense of effective, higher-level comprehension (Dee Lucas & Larkin, 1986, 1988). Thus, a number of studies (e.g., Daniels, 1996; Schumaker, Deshler, & Denton, 1984; Wang 1996) emphasize that teachers must be aware of the functional value of the written material provided to their students.
These findings have clear implications for teachers: Alternative instructional methods are needed to convey content information effectively and efficiently. Faced with this reality, teachers are often left with regrettable options such as de-emphasizing the use of textbooks or oversimplifying important passages in the texts. The impact of tampering with text can be problematic, resulting in reduced text coherence and structure, a situation that may actually make content material more difficult to comprehend (Fulcher, 1997).
Assistive technology offers a welcome alternate approach to textbook modification. Edyburn (2003) describes the importance of addressing students' persistent performance deficits using compensatory approaches that involve technology to provide better access to the curriculum, reduce or eliminate the effect of a student's disability on classroom performance, and thereby enhance student learning.
Text recording is one alternative way to present content (Baskin & Harris, 1995). Audio recordings preserve the text in its original format, avoiding some of the pitfalls of typical textbook adaptations. Previous research has demonstrated that for students with LD, short-term comprehension of content material improves with the use of text recordings (D'Alonzo & Zucker, 1982; Torgesen, Dahlem, & Greenstein, 1987). However, further research with text recording interventions is necessary to ensure that audio texts are indeed an effective tool in content-area classrooms (Maccini, Gagnon, & Hughes, 2002).
With recent advances in technology, students can listen to CD-ROM audio recordings of their textbooks. Compared to earlier technologies such as books on tape, digital CDs enable students and teachers to work with greater efficiency. Previous studies (e.g., Mosby, 1979; Torgesen et al., 1987) of recordings of text presentation have involved traditional books on tape. While tapes deliver content in an alternative audible format, there can be problems. For example, navigation can be time consuming since tapes have to be approached in a linear fashion. That is, students must search to find a page, often fast-forwarding, rewinding, and stopping repeatedly. This process is particularly frustrating and difficult to manage for students who have organizational and attention challenges. Audio textbooks on CD address these issues by providing a more efficient method of accessing the material.
Research has repeatedly demonstrated that to develop content literacy, students with LD need skills and strategies, such as organizing routines, paraphrasing, and methods of linking new knowledge to previous know-ledge (e.g., Deshler et al., 2001; Swanson & Hoskyn, 2001). Not surprisingly, strategy instruction is viewed as one of the key components to increasing reading comprehension performance for students with LD (Swanson, 2001; Vaughn, Levy, Coleman, & Bos, 2002). For example, advance organizers direct students to look over material and attend to particular information, thereby enabling access to previous knowledge and acting as a scaffold for understanding new material (Swanson & Hoskyn, 2001). Similarly, students with LD who use graphic organizers with expository texts demonstrate a greater relational knowledge of content material than students who do not use the organizational tool (DiCecco & Gleason, 2002). Further, the use of strategic note-taking has resulted in greater recall and comprehension in content classes than conventional note-taking techniques (Boyle & Weishaar, 2001).
The purpose of this study was to investigate the effects of audio texts on the acquisition of secondary-level content by students with mild disabilities. Specifically, we (a) examined the direct effects of the audio text on the students' performance on content acquisition and (b) assessed the influence of a strategy designed to enhance the efficacy of audio text. Building on the early work of Schumaker et al. (1984), who developed a package of support materials to accompany social studies texts on tape, we designed a generic strategy that could be used to support a CD-ROM audio text.
The strategy complementing the audio text, called SLiCK, was designed to direct the reader's attention to important parts of the text, cue active listening, and synthesize and integrate the new information with the student's existing knowledge. The purpose of this support was to enhance comprehension and learning of material delivered in an alternative format, incorporating sound learning principles and strategies necessary for the academic success of students with learning disabilities, such as a note-taking form as well as an advanced organizer for assigned readings. The study was premised specifically upon the need for students with LD and other mild cognitive disabilities to be skilled in actively processing textual information in a way that facilitates understanding and remembering.
A total of 95 students from eight self-contained special education history classes participated. Although included in general education classes for certain subject areas as directed by their IEP, each of the students participated in self-contained classes for at least a portion of their school day. To participate in the study, students had (a) to be identified as having one or more of the following mild disabilities: learning disability, emotional disturbance, speech/language impairment, or other health impairments such as attention deficit hyperactivity disorder; (b) to need specialized accommodations for secondary history content on their IEP; and (c) to have returned forms indicating agreement and parent permission to participate.
An a priori decision was made that it was necessary for students to have an opportunity to benefit from the proposed intervention. Consequently, students were removed from the analysis if they (a) had excessive absences (eight or more absences during the study), (b) were transferred from the participating school, or (c) were permanently removed from the participating class. Additionally, students who did not take either the pretest or the posttest were excluded from the final analysis.
From the original population of 95 students in the self-contained classes, 67 met the inclusion criteria. Of these, 43 were classified as having a learning disability, 8 as having other health impairments, 6 as having an emotional disturbance, 4 as having mental retardation, 1 as having autism, 1 as having a speech/language disorder, and 1 as having an orthopedic impairment. The remaining four students received services under a 504 Plan. Forty-nine of the students were male and 18 were female. The majority, 70%, were ninth graders. Of the remaining students, 21% were in 10th and 9% in 11th-12th grade. The average amount of time spent in a special education placement was 7 years, with a range of 1 to 14 years. Table 1, adapted from the Council for Learning Disabilities (CLD) guidelines for describing participants, illustrates the distribution of demographic characteristics across the experimental and control conditions (Rosenberg et al., 1992).
The teachers participating in the study were certified special educators who directed the social studies instruction. Each of the teachers had a master's degree in special education and special education teaching experience ranging from 5 to 28 years.
The study took place in six comprehensive high schools in a large suburban school district in the Northeast. Participating high schools had student populations ranging from 1,400 to 1,900 with a mean enrollment of 1,760. The schools served communities ranging from high/middle to middle/low in terms of socioeconomic status, with the majority of the schools serving communities with a middle-class population.
The district provides inclusive programming for students with disabilities in each of the participating high schools. However, self-contained classrooms are available for students who, with supports, are unable to benefit from instruction in the general education environment. All three conditions of the study took place in the self-contained classrooms of the six participating high schools.
Independent Variables
The relative efficacy of two experimental conditions and a control condition was compared on students' acquisition of academic content. The following sections describe how students were assigned to conditions and how classroom instruction and the experimental procedures were delivered.
Assignment to conditions. Participants, nested in seven class sections (one of the teachers taught two sections of the history class), were assigned randomly to one of three conditions: two experimental and one control. The first experimental group, the audio text plus SLiCK strategy group, received instruction using recorded texts in conjunction with an organizational strategy. The second experimental group, the audio text group, received recorded texts only. The third group, the control group, received neither a recorded text nor an organizational strategy. Instead, the control students relied only on regular teacher-based instruction for support.
Classroom instruction and materials. The format for instruction was the same for all three groups. Every day the teachers conducted a 5-minute drill, led 20 minutes of discussion/instruction on the textbook material, and directed the students to read independently for 20 minutes. Once a week, during the six-week intervention, the teachers administered a section quiz to the students, for a total of five quizzes. Further, all students received a teacher-led 15- to 20-minute quiz review the day prior to the quiz administration. Finally, all students also received a two-day review prior to the administration of the posttest, which was administered at the end of the six-week experimental period.
The classroom textbook used in each student's social studies period in each classroom in the study was United States Government: Democracy in Action (Remy, 1998). This is the typical text used in the school district for ninth-grade history; it has a 10th-grade readability level. Each student in the study received a textbook. In addition, students in both experimental groups also received a CD-ROM playback machine and a CD-ROM that contained the recording of the text provided by Recording for the Blind & Dyslexic (RFB&D). Finally, students in the audio text plus strategy group received copies of the SLiCK strategy procedures/outline forms (see Figure 1). All participating teachers agreed to address the content of Chapter 16 (The Presidency) and a portion of Chapter 17 (Presidential Leadership) during the course of the six-week study.
Experimental procedures. Students in the two experimental groups received instruction in how to use a specialized CD-ROM and a CD-ROM player. Training lasted for two days, approximately 30 to 50 minutes a day. Student training incorporated a description of the equipment, its use, instructor modeling, student practice with the player, and instructor/teacher feedback. The RFB&D CD-ROM was specially tabbed so that the playback machine can navigate directly to a page or through book headings such as chapter, section, and subsection, as directed by the user. Player basics included directions such as inserting and ejecting the CD, and playing and stopping the CD and navigating to a specific page.
The SLiCK strategy was designed to include four tasks: Set it up, Look ahead, Comprehend, and Keep it together. Each of these strategic tasks required the student to use the text and recording materials to attend to and take notes about important information in the reading. The desired end result was that the student would produce a functional set of notes on the readings that were clear and complete. The purpose of the individual components of the strategy was as follows.
The Set it up component cued the student to properly prepare for reading by readying the necessary materials. Specifically, the student was directed to set up the equipment (the CD and CD player) and to ready the worksheet (an outline note-taking form designed as a graphic organizer of the chapter and section content information).
The purpose of the second component, Look ahead, was to familiarize the student with the main ideas and the organization of the section of text to be read. Thus, during Look ahead, the student was required to navigate the headings of the chapter, look at the pictures, the vocabulary, and the length of the assigned reading, and complete the heading and subheadings included in the reading onto the outline form. This was facilitated for the student in two ways. First, the headings and subheadings were visually coded in the chapter and in the outline in red and blue, respectively, to aid in transfer from text to outline. Second, an innovative function of the CD-ROM player enabled the reader to skim forward through individual reading "tracks" before settling on one track, or segment of recording, for listening. (The text recording has been tracked, or tabbed, in declining order, by chapter, section, and subsection. Each track has an audio title that allows the reader to transfer from the text to the outline.)
The purpose of the third component, Comprehend, was for the student to listen, read along, and list important details that support the text. Specifically, the student was directed to listen and follow along; pause, if necessary, using the pause key on the player to sort out new information; list the important details on the outline; and finally, synthesize, or ask him/herself and note "What does this reading mean?" Synthesis notes were to be written at the bottom portion of the outline.
Finally, the last component, Keep it all together, was designed to facilitate global comprehension of the text. Here the student was to reread the syntheses, combine them to get the bigger picture, and finally, to anticipate test questions based on the syntheses.
Instructional procedures used to teach the SLiCK strategy were adapted from those outlined by Schumaker et al. (1984). Students progressed through five instructional steps in succession and were required to demonstrate independent application of the strategy. Steps included (a) describing the learning strategy and the rationale for the strategy; (b) modeling the strategy; (c) verbally rehearsing the strategy; (d) practice with SLiCK materials; and (e) feedback/assessment.
Dependent Variables
Cumulative content acquisition. Students in each of the three groups were given a pretest knowledge assessment prior to the start of the six-week intervention to determine the amount of prior knowledge they had of the unit material. A similar posttest was administered at the end of the intervention to determine acquisition of the content from the unit. The tests were developed using a question bank from the textbook United States Government: Democracy in Action User Guide (Remy, 1998). Students were to answer 12 matching and 18 multiple-choice questions. Each question was worth 1 point, for a total of 30 points. In addition to presenting a written version of the test, teachers also read the test questions aloud to the students.
Short-term quizzes. Five section quizzes were given as a short-term measure of students' content acquisition after each section in the assigned chapter. The quizzes were developed using the question bank from the textbook as mentioned above. Sets of multiple-choice questions and matching terms were used to measure student acquisition of the content information from each section. The teacher read each question aloud to the students as they answered them. Students could earn 1 point for each correct answer, up to the maximum number of test questions asked for each heading. Each set was worth 5 points, for a total of 10 points per quiz.
Fidelity of Treatment
A checklist was developed to monitor the teachers' implementation of the experimental procedures in the areas of instruction, timed reading, and use of the audio player, the CDs, and the SLiCK strategy. The teachers were observed at least once a week throughout the study, and following each observation they received feedback if a procedure was missing or was being implemented incorrectly. The observer was a graduate student trained in the use of the procedures and materials. The observer recorded the presence or absence of the necessary experimental procedures according to group assignment.
The percentage of experimental procedures present during the observation was calculated by dividing the number of observed procedures by the number of necessary procedures (as determined by group assignment) and multiplying by 100. Average teacher use of the protocols over the six-week period ranged from 78 to 100% implementation.
Experimental Design
A pretest-posttest control group design was used. A mixed-model ANOVA statistical analysis was used to determine if the mean scores of the dependent measures varied significantly between and within the groups.
The research question investigated whether the use of an audio textbook with and without a strategy enhanced content acquisition for high school students with mild cognitive deficits enrolled in U.S. government classes in self-contained settings compared to students not provided with assistive devices. Two types of measures were used to assess outcomes: cumulative content acquisition tests and short-term quizzes.
Cumulative Content Acquisition
Means and standard deviations related to cumulative content acquisition tests are reported in Table 2. Results of the mixed-model ANOVA (see Table 3) indicated a significant effect of Group, F(2, 64) = 5.00, p<.05, and a significant effect of Test, F(1, 64) = 260.68, p<.001. A significant interaction of Group by Test, F(2, 65) = 7.14, p<.01, emerged. As illustrated in Figure 2, the groups scored similarly on the pretest. However, following the intervention, both experimental groups using the audio textbook scored significantly higher than the control group as reflected in knowledge acquisition scores. There was no significant difference in knowledge scores between the experimental group using SLiCK and the audio textbook and the experimental group using just the audio textbook.
Short-Term Quizzes
Means and standard deviations related to the quizzes are shown in Table 4. Results of the mixed-model ANOVA (see Table 5) indicated no significant effect of Group, F(2, 41) = 2.51, p>.05, and a significant effect of Quiz, F(4, 164) = 10.84, p<.05. The groups using the audio text did score consistently higher than the control group; however, followup tests indicated that statistical significance was achieved on two of the five probes (Probe 2 and 3). There was no significant interaction of Group by Quiz, F(8, 164) = 0.98, p>.05.
The results of this investigation indicate that, compared to independent textbook reading, an audio textbook can be an effective tool for increasing content acquisition of high-level academic content over time. Thus, students in the two groups using the audio textbook demonstrated greater improvement in their knowledge-acquisition test scores than students in the group who read the textbook independent of the technology. These findings demonstrate the value of audio textbooks as an assistive device for students with mild cognitive disabilities. As a result of the intervention, students in the two experimental groups were able to access high-level content material and achieve higher quiz and cumulative test scores as a result. However, there was no significant difference in scores between the group using the accompanying SLiCK strategy with the audio textbook and the group using the audio textbook only.
The effectiveness of the audio textbook alone as a material modification procedure was surprising, as this has not been a common finding in previous research. For example, Torgesen et al. (1987) conducted a series of investigations using text recordings to increase comprehension of textbook material. The authors found that students with LD increased their immediate comprehension of content material using tape recordings compared to students not using this adaptation. However, both Torgesen et al. (1987) and Schumaker et al. (1984) noted that additional methods were necessary to maintain these positive outcomes. Specifically, Torgesen and colleagues found that the use of recordings alone did not increase content learning over time. The addition of an organizational worksheet designed to probe the main ideas of the reading, however, made a positive difference. Similarly, Schumaker et al. noted that students with LD scored higher on chapter tests using a learning strategy, material modifications, and verbatim recordings of text than students using verbatim recordings alone.
It was hypothesized that the SLiCK strategy would increase the effectiveness of the audio textbook by providing both learning and organizational strategies. It is likely that aspects of SLiCK were too complicated to achieve the intended results. For example, participating teachers remarked that the students had not had any previous training in note taking and that they had a great deal of difficulty determining the relevant facts and information in a paragraph to be synthesized on the SLiCK sheet. Instead, they often attempted to record the paragraph verbatim in the allotted space. Due to students' lack of synthesizing and note-taking skills, the strategy also proved to be too time-consuming to be valuable. Thus, students needed additional time to organize their thoughts on the new information and may have been unable to do so during the 20 minutes allotted to reading and note taking.
In addition, the format of the SLiCK form may have been too confining. Some of the teachers reported that students required more space for their notes, as they often struggled with handwriting. Some students also forgot to identify key vocabulary on the SLiCK sheet. While space was available on the worksheet, specifically marked areas for vocabulary may have prompted the students to address key terms in the readings.
Despite these obstacles, many students began to learn appropriate note-taking skills. That is, after a few weeks, they started to learn how to identify the important information in a reading and how to briefly record this information. In addition, many of them learned how to outline a reading passage. For example, the students in one class were able to transfer the strategies from SLiCK to their science textbook, recognizing headings and subheadings and setting up an appropriate outline. Given a longer intervention period, it is possible that students using SLiCK and the audio textbook would have been able to demonstrate a significant difference in content-acquisition scores over the other groups. The additional time would enable the teachers to teach the strategy using the critical stages of strategy instruction, including making commitments, describing and modeling the strategy, as well as providing opportunities for verbal practice, controlled practice, and advanced practice (see Ellis, Deshler, Schumaker, & Clark, 1991). Previous research supports providing students with ample time to practice new strategies and allowing for detailed instruction in the use of such strategies. For example, Boyle and Weishaar (2001) found that students requested the opportunity to practice strategic notetaking prior to applying it to necessary content information. Similarly, Troia and Graham (2002) noted that students with LD demonstrated improved writing skills when teachers engaged in highly explicit instruction on the use of writing planning strategies. A variety of methods for integrating this essential practice needs to be explored with the teachers who are pressured with the demands of delivering high-level content in relatively short class periods.
Limitations of the Study
In our consideration of why the SLiCK strategy failed to enhance the effects of the audio text intervention, it became clear that time was a limiting factor for both the intervention and student training. In order to meet districtwide instructional demands, the intervention was limited to six weeks, a short time for a strategy to become part of a student's repertoire. Correspondingly, student training in the strategy was abbreviated so that students did not miss significant amounts of academic instruction. Also, although major steps were taken to ensure homogeneity across groups, students demonstrated a great range of entry-level characteristics across the groups. Such diversity may not be typical of other self-contained settings and school systems; consequently, the generalizability of our findings are limited to similar students served in self-contained classrooms that serve students with a range of learning differences.
Implications for Practice and Future Research
The initial failure of the SLiCK strategy to augment the positive outcomes of the audio text should not obscure the important outcomes otherwise achieved by the students in this study. Clearly, greater access to higher-level material, specifically the audio textbook, holds great promise for students with mild cognitive disabilities. Use of the audio textbook has the potential to increase student independence. For example, the teachers who participated in the study reported that the audio textbook provided students access to a generalized classroom routine for expository reading. Students used the technology to access additional history readings as well as other available relevant academic textual material (e.g., additional history text, other subjects such as science and citizenship). This technological support allowed the teachers to provide greater assistance to students experiencing difficulties accessing higher-level print material.
Continued improvement and development of complementary strategies must be a priority if students' access to high-level material is to be increased. Access to the full range of programs and general education curricula at the secondary level increases students' chances of having available a range of opportunities after high school (Johnson, Stodden, Emanuel, Luecking, & Mack, 2002). In brief, the results of the study support the effectiveness of audio textbooks as one method for improving students' content acquisition in general education programs and curricula. Even greater improvements are likely if we can develop accessible strategies that serve to direct the use and enhance the effectiveness of audio-based assistive devices.
Table 1 Characteristics of Subjects by Group Audio/SLiCK Audio Only Control Descriptor Group Group Group Male 18 15 16 Female 11 6 1 Total 29 21 17 Age Mean 15.5 14.5 14.5 Range 14-18 Race/Ethnicity Caucasian 20 10 10 African- American 7 11 7 Hispanic 2 0 0 Grade Level 9-12 9-10 9-10 Time in Special Ed. Placement 7.5 yrs 7.1 yrs 6.5 yrs IQ Mean * 79.12 77.00 76.67 Reading Achievement ** Mean 80.75 81.00 75.27 * Test used: WISC III, KAIT, WAIS, WASI. ** Seventy-two percent of the students had reading scores from the WJ-R; the scores reported are mean standard scores. For all groups these scores indicate that performance on the reading subtest was in the below-average for a ninth-grade population. Table 2 Means and Standard Deviations of Government Knowledge Test Reported by Group and Tests Test Group Pretest Posttest M (SD) M (SD) Audio Only 6.38 (3.22) 17.81 (5.64) Audio/SLiCK 4.10 (2.69) 15.93 (4.54) Control 5.53 (3.48) 12.00 (4.74) Total 5.15 (3.17) 15.49 (5.33) Table 3 Results of Mixed-Model ANOVA Investigating the Effect of an Audio Textbook on Knowledge Acquisition Source df MS F Between-Subjects Group 2 109.90 5.00 * Error 64 21.99 Within-Subjects Test 1 3135.28 260.68 ** Test by Group 2 85.90 7.14 ** Error 64 12.03 * p<.05. ** p<.01. Table 4 Means and Standard Deviations of Government Knowledge Quizzes Reported by Group and Tests Quiz Group Quiz 1 Quiz 2 Quiz 3 M (SD) M (SD) M (SD) Audio Only 5.42 (2.36) 6.68 (2.31) 6.32 (2.94) Audio/SLiCK 4.88 (2.09) 5.71 (1.49) 6.76 (1.25) Control 4.50 (2.62) 4.00 (2.33) 4.50 (2.83) Total 5.05 (2.28) 5.82 (2.21) 6.16 (2.49) Quiz Group Quiz 4 Quiz 5 M (SD) M (SD) Audio Only 5.53 (3.08) 6.16 (3.11) Audio/SLiCK 4.53 (2.18) 5.65 (2.37) Control 3.63 (1.92) 5.13 (1.25) Total 4.80 (2.62) 5.77 (2.55) Table 5 Results of Mixed-Model ANOVA Investigating the Effect of an Audio Textbook on Knowledge-Acquisition Quizzes Source df MS F Between-Subjects Group 2 39.31 2.51 Error 41 21.99 Within-Subjects Test 4 10.84 3.35 * Test by Group 8 3.16 0.98 Error 164 3.24 * p<.05.
We gratefully acknowledge and appreciate the contributions of Jean Satterfield and Judy Glass, as well as the teachers and many students of Baltimore County Public Schools who participated in this effort.
Requests for reprints should be addressed to: Michael S. Rosenberg, Department of Special Education, 100 Whitehead Hall, 3400 N. Charles St., Baltimore, MD 21218; firstname.lastname@example.com.
Baskin, B. H., & Harris, K. (1995). Heard any good books lately? The case for audio books in the secondary classroom. Journal of Reading, 38(5), 372-376.
Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research and practice, 16(3), 133-141.
Cawley, J., Hoyden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68(4), 423-435.
D'Alonzo, B. J., & Zucker, S. H. (1982). Comprehension scores of learning disabled high school students on aurally presented content. Exceptional Children, 48(4), 375-376.
Daniels, D. (1996). A study of science textbook readability. Australian Science Teachers Journal, 42(3), 61-65.
Dee Lucas, D., & Larkin, J. H. (1986). Novice strategies for comprehending scientific texts. Discourse Processes, 9, 329-354.
Dee Lucas, D., & Larkin, J. H. (1988). Novice rules for assessing importance in scientific texts. Journal of Memory and Language, 27, 288-308.
Deshler, D. D., Ellis, E. S., & Lenz, B. K. (1996). Teaching adolescents with learning disabilities (2nd ed.). Denver, CO: Love Publishing.
Deshler, D. D., Schumaker, J. B., Lenz, B. K., Bulgren, J. A., Hock, M. F., Knight, J., et al. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 96-108.
DiCecco, V. M., & Gleason, M. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320.
Edyburn, D. L. (2003). Reading difficulties in the general education classroom: A taxonomy of test modification strategies. Closing the Gap, 21(6), 1, 10-13, 30-31.
Ellis, E. S., Deshler, D. D., Schumaker, J. B., & Clark, F. L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24.
Fulcher, G. (1997). Text difficulty and accessibility: Reading formulae and expert judgement. System, 25(4), 497-513.
Harniss, M. K., Hollenbeck, K. L., Crawford, D. B., & Carnine, D. (1994). Content organization and instructional design issues in the development of history texts. Learning Disability Quarterly, 17, 235-248.
Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68(4), 519-531.
Kinder, D., Bursuck, W., & Epstein, M. (1992). An evaluation of history textbooks. The Journal of Special Education, 25(4), 472-491.
Lyon, G. R. (1998). Overview of reading and literacy initiatives. Retrieved November 19, 2002, from http://www.nichd.nih.gov/publications/pubs/jeffords.htm
Maccini, P., Gagnon, J. C., & Hughes, C. A. (2002). Technology-based practices for secondary students with learning disabilities. Learning Disability Quarterly, 25(4), 247-261.
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National Reading Panel. (2000). A report of the national reading panel: Teaching children to read. Washington, DC: National Institute of Child Health and Human Development. Retrieved May 31, 2003, from http://www.nationalreadingpanel.org/publications/summary.htm
Remy, R. C. (1998). United states government: Democracy in action. New York: Glencoe/McGraw Hill.
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Schumaker, J. B., Deshler, D. D., & Denton, P. H. (1984) An integrated system for providing content to learning disabled adolescents using an audio-taped format. In W. M. Cruickshank & J. M. Klebhan (Eds.) Early adolescence to early adulthood (Vol. 5, pp. 79-107). Syracuse, NY: Syracuse University Press.
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Troia, G. A., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35(4), 290-305.
Vaughn, S., Levy, S., Coleman, M., & Bos, C. S. (2002). Reading instruction for students with LD and EBD: A synthesis of observation studies. The Journal of Special Education, 36(1), 2-13.
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ELIZABETH A. BOYLE, M.A., is research associate, Department of Special Education, Johns Hopkins University. MICHAEL S. ROSENBERG, PhD., is professor, Department of Special Education, Johns Hopkins University. VINCENT J. CONNELLY, M.S., is research associate, Department of Special Education, Johns Hopkins University. SHARI GALLIN WASHBURN, M.S., is manager of educational programming, Recording for the Blind & Dyslexic. LORING C. BRINCKERHOFF, PhD., is education and disability consultant, Recording for the Blind & Dyslexic. MANJU BANERJEE, M.A., M.S., is education and research consultant, Recording for the Blind & Dyslexic.
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Author: | Banerjee, Manju |
Publication: | Learning Disability Quarterly |
Geographic Code: | 1USA |
Date: | Jun 22, 2003 |
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18 Homemade Christmas Decorations: How to Make Christmas Decorations
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Spark-a-Doodle Wreath
Here are the craft instructions for a great project from Red Heart Yarn. This Spark-a-Doodle Wreath will make a wonderful addition to any household this year...best of all, you don't need to know how to knit or crochet! This simple yarn craft can be done by anyone, and this wreath is a great addition to your holiday decor. You could even add a "Merry Christmas" sign to make it even more festive. This fun Spark-a-Doodle yarn can be found in several craft stores around the holiday season.
- 2 balls Red Heart "Spark-A-Doodle" Yarn in Shamrock (A)
- 1 ball Red Heart "Spark-A-Doodle" Yarn in Reddy (B)
- 12" Styrofoam® wreath form
- Straight pins
Cut a length of A that is 10 yards long (to ease in wrapping).
Attach the first pompom to the wreath with a straight pin.
Then wrap the yarn around wreath, pinning pompoms as necessary to cover strands creating a solid covering.
Pin end of yarn to wreath. Continue in this manner until the entire wreath is covered.
Cut a length of B. Attach to wreath with pin.
- Wrap tightly around wreath to mimic berries, using pompoms from A to cover the strands. Pin end to wreath.
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Melissa Ryan
Nov 01, 2012
Isn't this a cute idea? How would you better "personalize" this wreath?
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Robert A. Love, 29, of 16956 County Route 53, Dexter, is facing his second charge of identity theft following an arrest Thursday by state police.
He is accused of using bank information of Christina Kampnich to make a purchase at Walmart Supercenter, outer Arsenal Street, according to police. A complaint about the incident was filed with troopers Aug. 1.
Watertown police in late July charged him with identity theft and third-degree grand larceny for allegedly using the identity of a dead person, Randy Love.


text: Read full entryComments: Zanthoxylum clava-herculis is considered "endemic" to the eastern coastal plain of the U.S. (Porter 1976). This species has been found growing under open and shaded conditions at low elevations. It tends to establish on sandy soils and in habitats such as dry to mesic dunes, pine barens, sandhills, and woodlands.


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Within this 2015 ultimate guide of Dollywood coupons and Dollywood discount tickets for Dollywood in Pigeon Forge, TN you'll discover just about every possible way to save money on admission, food, and more. If you've seen our Dollywood Ultimate Guide showcasing all of the new shows, festivals, schedule, hours, etc then you're going to love this! Dollywood in Pigeon Forge, TN is a fantastic place to have fun with family, friends, co-workers, etc. As a major theme park, it can also get expensive with the cost of admission, food, souvenirs, etc. Locals get asked all the time how to find Dollywood coupons, Dollywood discount tickets, or even discounts on parking, souvenirs, food, etc. While discounts or coupons for Dollywood seem hard to come by, there are definitely ways to save money if you plan to visit Dollywood on your next trip to Pigeon Forge, TN.
This guide is broken into sections for official Dollywood coupons, discounts offered by others, and information about vacation packages where you can save money on discount Dollywood tickets when purchasing along with various lodging in Pigeon Forge and Gatlinburg, TN. You'll discover just about every "legitimate" way to save money at Dollywood through this guide!
Skip the Lines and get Dollywood Tickets Online!
One of the first things you'll see when you arrive to the front gates of Dollywood is long lines at the ticket offices. Waiting in these lines can eat up a large chunk of time and will save you no money at all. Our first and biggest suggestion is to purchase your tickets online now and SKIP those lines when you arrive! You can easily purchase Dollywood tickets online in the link below and the BEST part about purchasing tickets from this link is you can cancel your tickets for a FULL REFUND if you are unable to go to Dollywood for any reason! The tickets can be printed immediately, so you can use them right away or you can have them mailed to you. It's the best, easiest, and completely stress-free way to purchase Dollywood tickets from anywhere. Grab these fantastic Dollywood tickets by clicking below!
Click here to buy Dollywood tickets online:
Dollywood Vacation Packages
There are some fantastic deals available for discount Dollywood vacation packages that have numerous hotels in Pigeon Forge to choose from. This can be a great way to save money on lodging when you bundle your reservation with Dollywood tickets. Or you can bundle Dixie Stampede tickets together as well. Check out the options in the link below!
Click here to view the discount Dollywood vacation packages
Pigeon Forge McDonald's offers $5 Off Dollywood Admissions
The best Dollywood coupon is usually offered by McDonald's in Pigeon Forge as they have a $5 off "coupon" for Dollywood when purchasing tickets at Dollywood's front gate. They usually have them available during the summer months (usually June-August). The $5 off coupon is on their large cups and is typically good for 4 admissions and cannot be combined with any other offer. Below is a picture of the cup showing the Dollywood coupon they sometimes have available. Some McDonald's restaurants in Pigeon Forge offer the coupon on a cup and others have it on their bags, so be sure to ask how to get it before ordering as each restaurant may be different.
TIP: One of the cheapest ways to get a large drink is to purchase their $1 large sweet tea!
Official Dollywood Coupons 2015 and Discount Tickets
Dollywood special offers page
The very first place that is suggested to check out is Dollywood's official "special offers" page. All of the "official" discounts offered by Dollywood are available at the following link. So be sure to check it out first as it may have the discounts for Dollywood in Pigeon Forge that you're looking for.
Dollywood's Vacation packages
On Dollywood's special offers page is a link for vacation packages. There are various packages available to book lodging and get discount tickets for Dollywood as well.
Military Discounts for Dollywood
Active or retired military, disabled veterans, and military reservists, spouses and dependents can show a military or dependant ID and receive 30% admission at the front gates. Be sure to check out the link below to get more info on this Dollywood military discount.
Click here to learn more about Dollywood's military discount.
Dollywood Season Pass
If you plan to visit Dollywood more than once per year then definitely check into getting a season pass as it is cheaper than the cost of 2 daily admissions. Also, the season pass for dollywood has numerous benefits such as:
- 20% Off Dollywood Vacations overnight accommodations
- 50% Off Silver Dollar City in Branson, MO and White Water Branson, MO Regular 1-Day Admission
- 50% Off Stone Mountain Park™ in Atlanta, GA Full Priced 1-Day Adventure Pass
- $5 Off Adult Ticket Tennessee Aquarium in Chattanooga, TN 1-Day Admission
- $3 Off Adult and Child Ticket to Dixie Stampede Pigeon Forge, TN
- and even more!
For a complete list of benefits for the Dollywood season pass, click here.
The view prices, purchase or renew Dollywood season passes, click here.
Dollywood Group Discounts
Dollywood offers discounted admission for groups of 15 or more people. They also offer specials for:
- School/Field Trip Groups
- Company Outings/Picnics
- Tour & Travel Groups
For information about group discounts for Dollywood, visit:
Other Specials Offered by Dollywood
Each year, Dollywood typically has a special offer if you enter the park after 3pm you can get in free the following day during the regular season. During the Christmas festival at Dollywood, this special moves to after 6pm.
Save Money on Dollywood Parking
If you drive to Dollywood and park in their parking lot, they charge a fee of about $10 for most vehicles and $15 for oversized vehicles. It's a massive parking lot and they offer a shuttle to pick you up and take you to the front entrance. The parking fee is waved if you own a Dollywood Gold Season Pass, so there's another perk of buying a season pass.
There is, however, a much cheaper way to get to the Dollywood front entrance. The Pigeon Forge Trolley picks up and drops off right at the front of Dollywood about 50 feet from the ticket booths. The best tip is to park at the Patriot Park trolley station, get on the Dollywood trolley for 50 cents per passenger (babies/toddlers that ride in laps are free) and you'll be at the front of Dollywood in just a couple of minutes! It sure beats the $8 parking fee and the lines for the Pigeon Forge trolley are typically much shorter than the lines for the shuttles when the park closes. Great tip!
Dollywood Coupons and Discounts Offered by Others
AAA Discount Dollywood Tickets
AAA members can purchase discount Dollywood passes for around $4 off on the official AAA website at aaa.com. Example AAA prices can be seen by clicking here.
Dollywood Restaurant Coupons
Sometimes, local coupon books offer coupons for a couple of Dollywood's most popular restaurants: Red's Diner and Aunt Granny's. Red's Diner is a '50s style diner complete with burgers, fries, shakes, etc. The coupon often offered is to buy one burger, fries, and drink and get another burger, fries, and drink free! Aunt Granny's offers "southern-style home cookin'" and the coupon is usually to buy one adult buffet and receive a second one for free. However, at the time of this writing, those coupons are currently not available and usually appear closer to the spring when the park open. When you arrive in Pigeon Forge, be on the lookout for Pigeon Forge coupon books and vacation guides. They often have various coupons for Dollywood restaurants and games as well!
Lodging with Dollywood Discount Tickets
Various Gatlinburg and Pigeon Forge lodging options offer discount Dollywood tickets for their guests. There are quite a few lodging providers that offer these discounts, so be sure to ask when you call to book a reservation somewhere. Below are a few examples of the available discount tickets for Dollywood offered by Pigeon Forge lodging companies.
(We are not affiliated with any of these Pigeon Forge cabin companies and lodging providers, so this is purely informational and not an endorsement)
Carr's Northside Cottages & Gatlinburg Motel
Carr's Cottages offers a two days for the price of one admission discount for Dollywood for their guests. Guests can purchase the discount tickets at the front desk. For more information and restrictions, visit their website at:
Brother's Cove
Brother's Cove Cabin Rentals is located just outside of Pigeon Forge and they offer basically the same Dollywood discount tickets as other lodging providers:
Ask When Making Reservations
The bottom line is that there are numerous lodging options in Pigeon Forge that offer discounts for Dollywood. Just ask when you are making reservations to find out if your lodging option has any special offers or discounted tickets for Dollywood.
Dollywood has a page on their website that lists all of the lodging partners in the area that offer discount Dollywood tickets which you can view by clicking here.
Anything We Missed?
We've covered just about every option for Dollywood coupons and discount tickets in this guide. However, since we are locals and don't get out of town much we may have missed something! If you know of other Dollywood coupons or discounts that should belong on this list then please share it in the comments section below! We also have a Dollywood Ultimate Guide with the schedule and more tips and an ultimate guide of Splash Country coupons available with all sorts of ways to save money at Dollywood's Splash Country water park in Pigeon Forge, TN. Finally, be sure to check out our ultimate guide of Pigeon Forge coupons for more deals on Pigeon Forge restaurants, lodging, attractions and more! Our goal is for you to have the best time in Pigeon Forge and save as much money as possible!


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Front page Balkin.com
Balkinization an unanticipated consequence of Jack M. Balkin - Archives - January 2003 February 2003 March 2003 April 2003 May 2003 June 2003 July 2003 August 2003 September 2003 October 2003 November 2003 December 2003 January 2004 February 2004 March 2004 April 2004 May 2004 June 2004 July 2004 August 2004 September 2004 October 2004 November 2004 December 2004 January 2005 February 2005 March 2005 April 2005 May 2005 June 2005 July 2005 August 2005 September 2005 October 2005 November 2005 December 2005 January 2006 February 2006 March 2006 April 2006 May 2006 June 2006 July 2006 August 2006 September 2006 October 2006 November 2006 December 2006 January 2007 February 2007 March 2007 April 2007 May 2007 June 2007 July 2007 August 2007 September 2007 October 2007 November 2007 December 2007 January 2008 February 2008 March 2008 April 2008 May 2008 June 2008 July 2008 August 2008 September 2008 October 2008 November 2008 December 2008 January 2009 February 2009 March 2009 April 2009 May 2009 June 2009 July 2009 August 2009 September 2009 October 2009 November 2009 December 2009 January 2010 February 2010 March 2010 April 2010 May 2010 June 2010 July 2010 August 2010 September 2010 October 2010 November 2010 December 2010 January 2011 February 2011 March 2011 April 2011 May 2011 June 2011 July 2011 August 2011 September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012 July 2012 August 2012 September 2012 October 2012 November 2012 December 2012 January 2013 February 2013 March 2013 April 2013 May 2013 June 2013 July 2013 August 2013 September 2013 October 2013 November 2013 December 2013 January 2014 February 2014 March 2014 April 2014 May 2014 June 2014 July 2014 August 2014 September 2014 October 2014 November 2014 December 2014 January 2015 February 2015 March 2015 April 2015 E-mail: Jack Balkin:jackbalkin at yahoo.com Bruce Ackermanbruce.ackerman at yale.edu Ian Ayresian.ayres at yale.edu Mary Dudziakmary.l.dudziak at emory.edu Joey Fishkinjoey.fishkin at gmail.com Heather Gerken heather.gerken at yale.edu Abbe Gluck abbe.gluck at yale.edu Mark Grabermgraber at law.umaryland.edu Stephen Griffinsgriffin at tulane.edu Bernard Harcourtharcourt at uchicago.edu Scott Hortonshorto at law.columbia.edu Andrew Koppelmanakoppelman at law.northwestern.edu Marty Ledermanmsl46 at law.georgetown.edu Sanford Levinsonslevinson at law.utexas.edu David Lubandavid.luban at gmail.com Gerard Magliocca gmaglioc at iupui.edu Jason Mazzonemazzonej at illinois.edu Linda McClainlmcclain at bu.edu John Mikhailmikhail at law.georgetown.edu Frank Pasqualepasquale.frank at gmail.com Nate Persilynpersily at gmail.com Michael Stokes Paulsenmichaelstokespaulsen at gmail.com Deborah Pearlsteindpearlst at princeton.edu Rick Pildesrick.pildes at nyu.edu Alice Ristrophalice.ristroph at shu.edu Neil Siegelsiegel at law.duke.edu Brian Tamanahabtamanaha at wulaw.wustl.edu Mark Tushnetmtushnet at law.harvard.edu Adam Winklerwinkler at ucla.edu Compendium of posts on Hobby Lobby and related cases The Anti-Torture Memos: Balkinization Posts on Torture, Interrogation, Detention, War Powers, and OLC The Anti-Torture Memos (arranged by topic) Recent Posts The Tea Party in Political Time
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The Tea Party in Political Time
Gerard N. Magliocca
The two most significant political events of 2010 are the enactment of health care reform and the rise of the Tea Party. These developments are, of course, related. To think about how the landscape will look after November, it would be helpful to put the Tea Party in some context.Almost every broad mobilization for change provokes an equivalent counter-mobilization. These movements then battle for popular support until one prevails. In the course of that struggle, each side must engage the other's arguments and make some concessions to hold its coalition together. What emerges is a new constitutional consensus. Consider some examples:1. The Whig Party was created in response to Jacksonian Democracy and fears about executive tyranny. If you go back and look at what Clay and Webster were saying then, they were worried that Jackson--a former general--would become another Caesar or Cromwell. Jackson and the Whigs fought tooth-and-nail for years over issues such as the Bank and Indian Removal, with Jackson largely winning this contest, though he was forced to scale back his more radical ideas about curtailing federal power.2. Secession was a response to Lincoln's election and fears of executive tyranny. We know how that turned out, although the South's resistance to racial equality after Reconstruction did have a substantial influence on the doctrine that came out of the Court.3. The Populist Party and William Jennings Bryan were met by opponents who thought that Bryan would impose a socialist tyranny. That counter-mobilization, which coalesced around William McKinley, triumphed in 1896 and brought about a profound shift in constitutional law across several areas. (This is the subject of my new book, which will come out in the Spring).4. The New Deal was challenged by a counter-mobilization on the left, led by Huey P. Long and others, that pressured FDR into enacting measures such as Social Security. Had Long not been assassinated, that slugfest would have significantly altered the trajectory of the New Deal.The Tea Party is the latest manifestation of this phenomenon. It is a constitutionally self-conscious response to President Obama's claim of a mandate for sweeping change in 2008. So what should we look for assuming that the Republicans win one or both Houses of Congress?One thought is that each of these conflicts has a flash point (the Bank, slavery, free silver). The obvious candidate for that today is health care. It is unlikely that Republicans will look at the results this Fall and conclude that campaigning to repeal that Act is a losing issue. President Obama, on the other hand, will not conclude that health care should be sacrificed. This sets up the possibility that Congress will seek to defund health care over the next two years (much as Jackson withdrew federal deposits from the Bank to cripple what he saw as an unconstitutional institution) and the President come up creative ways to keep the money flowing. The power of the purse may be the great constitutional issue of 2011 and 2012. Posted 8:38 AM by Gerard N. Magliocca [link]


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Board of Supervisors Meeting Date:
Golden Oaks Construction, Inc.
May 20, 2002
Staff Lead:
Elizabeth A. Cook
Community Development
Topic: PRELIMINARY SUBDIVISION APPLICATION (#PP02-CR-06) THE PADDOCKS AT ELK RUN SUBDIVISION, CEDAR RUN MAGISTERIAL DISTRICT
The applicant is proposing a one-lot preliminary subdivision plan in the southwest corner of a ±37.8-acre parcel. A companion administrative subdivision was approved in February 2002 that created two ±1.5-acre lots and the ±37.8-acre residue lot. With this proposed subdivision, the resulting ±34.76-acre residue is the 85% non-common open space parcel, and it will be deed restricted as non-common open space.
A new private street will serve the lots already created through the administrative subdivision process. The applicant proposes to share a common entrance along Elk Run Church Road with these parcels. The residue parcel has access via an existing easement across an adjoining property to the south. An individual well and drainfield will provide water and sewer service to the proposed lot.
The property is located on the north side of Elk Run Church Road (Route 634) north of its intersection with Ensors Shop Road (Route 637) in the Cedar Run Magisterial District.
Section 9-7 of the Subdivision Ordinance requires that "…all preliminary plats acted on by the Planning Commission shall be referred to the Board of Supervisors at its next regularly scheduled meeting. If the Board takes no action on the preliminary plat referrals, the preliminary plat shall be deemed approved or denied in accordance with the action of the Planning Commission."
Requested Action of the Board of Supervisors:
No action is necessary unless a majority of the Board wishes to consider this preliminary subdivision application. On April 25, 2002, the Planning Commission voted to approve The Paddocks at Elk Run Preliminary Plat, subject to the following conditions:
A. The final plat shall be in general conformance with the preliminary subdivision plat entitled "The Paddocks at Elk Run" dated February 8, 2002, revised April 10, 2002 and received in the Planning Office on April 10, 2002.
B. A Virginia Certified Professional Soil Scientist (CPSS) shall adjust the Type I Soil Map soil lines onto the final drainfield plat. This shall be done in the field and checked for any additional soil information to be added to the final scale plat map.
C. A signature block shall be placed on this plat for the CPSS to sign which states:
Preliminary Soils Information Provided by the Fauquier County Soil Scientist Office via a Type I Soil Map (1"=400') Dated December 11, 2000. This Virginia Certified Professional Soil Scientist has field reviewed and adjusted the preliminary soil information onto the final plat (1"=___') and certifies that this is the Best Available Soils Information to Date for Lots __.
Va. Certified Professional Soil Scientist DATE CPSS #3401-
D. Interpretive information from the Type I soil report for each mapping unit shown on the above plat shall be placed on the same soil map. Also a Symbols Legend shall be placed on the plat map to identify spot symbols.
E. The following three statements shall be placed on the final plat map:
i. "The County recommends that no below grade basements be constructed on soil mapping units 10A, 13B, 16B, 50B, 313B, 413B & C, 434B & C due to wetness unless the foundation drainage system of the structure is designed by a Virginia Licensed Professional Engineer".
ii. "The County recommends that before road or home construction begins in map units 33B and C, a site specific evaluation be conducted so that shallow to bedrock areas are identified. These areas may require blasting if deep cut or excavation is done".
iii. "Before a home is started, the builder shall mark the drainfield area off and not disturb it during construction".
Attachment 1: Preliminary Plat
Attachment 2: Staff Report
4-19-02 Memo
4-19-02 Map
4-19-02 Letter from Carson and Harris


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All Items > Knives > Knife Accessories > Sharpeners
Spyderco Tri-Angle Sharpmaker Sharpening Stone 204F1 (Fine)
- Brand:Spyderco
- Product Type:Sharpener
This fine grit stone is triangular for sharpening plain edges on the flat sides and serrations on the corners. A furrow running the length of each stone lets you sharpen pointed items like fishhooks, darts and awls.
TriAngle stones are 7"x.5" (178mm x 13mm). Sold Individually.
This item is designed for use with the Spyderco Triangle Sharpmaker.
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Thoughts on the creative process, quilting, fabrics, and living life in the Southern U.S.A.
Thursday, August 14, 2008
Forgot what sun looked like...
I had so many plans to work in the house today to get ready for visitors and for the move but there is sun! Real sun with real blue skies! None of the big billowing grey clouds we have lived under for the past month or so. It feels so good. Housework will just have to wait....
Yesterday I put the border on my Orphan/scrappy quilt top. There are so many random bias seams in this I think I'd better get it quilted soon before it morphs into one of those pointy hats...For example right after I put it together I squared it off. The only thing I did after that was hang it on the clothesline for a couple of minutes to take a photo then I folded it up and placed it on a shelf. (I may have taken it out one other time to show some quilters here are the house.) Regardless, compared to the lives of my otehr quilt-tops this one has had it easy. However when I laid it out on the floor I did a quick measure and found that one corner had streatched out almost an inch...back to squaring up this monster. I hope the borders will help.
I know I cut enough of the red fabric to go around the entire quilt but one strip was missing. The gold fabric on the top of the quilt was the first piece of solid 3 inch strip I found in the box so like a game of tag - that was "it." It does serve a purpose - reminds me which side it the top!
I also did some more packing this week and actually found some things that had been missing since we moved here two years ago! How great is that! Some of these were real finds: a footpedal for one of my machines that I was sure was long gone; my Cobb Quilt that I started back in 1997 (!); a box of beads that also had a bracelet I made while on a trip to Florida. You can see in the photo above that I tried to represent Amish quilt blocks with beads. Typical of my projects - all it needs is a button or large bead on the end and it is done! When I look at this it reminds me that not all that long ago I had really good eyes!
Well, off for a walk with Macbeth and to take advantage of the rays while we can.
13 comments:
- Kelli Simone said...
Enjoy the sunshine! It's been atypically cool, rainy and cloudy here in the Northeastern US too. ~ksp
- Clare said...
The quilt looks great. I love the idea of a different colour binding at the top so you know which way up it is supposed to go.
I can't believe you are packing already - doesn't time fly!
YOu didn't by any chance find a missing red and white block did you? LOL - 12:35 PM
- Sew Create It - Jane said...
looks great...and glad you saw some sun...It's been a funny old summer so far.
- quiltmom said...
Hi Siobhan,
I loved the quilt and the bead bracelet is fabulous- Isn't that the fun part of cleaning- you find things that you forget you had or that you really wished you could find - and suddenly it reappears.
Do you still have the sewing machine that goes with the foot pedal-
Good luck with the packing- Hope you had an enjoyable day...
Anna - 6:18 PM
- Mad about Craft said...
We are beginning to forget what sunshine is here in the UK and what is depressing me is that the trees are on the turn already. Does that mean it is going to be a long Autumn or a long winter? knowing our luck it will be a long winter!!
Beautiful quilt and beautiful bracelet! - 10:21 PM
- Mary said...
What a fun quilt - I think making these orphan quilts work is such a talent. I love it.
- Sharon said...
What a great quilt you made! It doesn't look like orphans to me - it looks beautiful. Very inspiring! And the bracelet is beautiful too. What great work!
Good luck with the packing. It's such a painful process, and UNpacking is even worse! Glad to hear you found some things you were missing. I did too, when I was packing. I'm not sure where they all are now, though! *grin*
Enjoy the sun while you can! We're having record heat right now, and then rain again next week. Crazy summer. - 6:29 AM
- Lazy Gal Tonya said...
sun, sun, sun, yes have to get it while you can. your orphans top is great, I do love it. squaring, what's that?
- Darcie said...
Good for you for enjoying some sweet ole Vitamin D!
LOVE that bracelet! Perhaps someone could help you bring it to a finish? It can be a pleasant reminder of just how precious everyday truly is, sunshine or clouds. - 3:32 AM
- Purple Pam said...
Your orphan quilt is wonderful. It is so colorful, even if it will not square up! What a wonderful find: the great beaded bracelet. Where are you going to pack it this time so that you don't lose it again?
- McIrish Annie said...
what a lovely bracelet and your quilt looks great too. enjoy the sunshine while you have it.
- Gypsy Quilter said...
Perhaps you could lay it flat and spray with spray starch. A light coating at a time over a few days. That should help stabilize it. Enjoy the sunshine!
- Annie said...
Oh my goodness, how I love that scrappy quilt!
I must make one similar with my random orphan blocks.


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- Viewing Profile: Posts: Snowulf
Member Since 30 Jul 2012Offline Last Active Mar 31 2013 12:06 AM
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In Topic: Arah Tokens - Heavy or Light?
14 March 2013 - 02:48 AM
heavy arah leggings have no clipping issues whatsoever.
In Topic: Warriors abandoned by Anet.
05 February 2013 - 01:05 AM
saw this thread after seeing almost every pve instance soloed by a warrior.
Also: try playing guardian in WvW.
Also: try playing guardian in WvW.
In Topic: Why do people want mounts?
25 January 2013 - 08:14 AM
The people that want mounts are the same people who cried for anet to put in more tiers of gear that they had to grind to get.
They came from another game they got tired of to this game because it was different,
and now they are trying to turn it into the game they left.
They came from another game they got tired of to this game because it was different,
and now they are trying to turn it into the game they left.
In Topic: counter to sword mesmer
02 January 2013 - 02:00 PM
mofogie, on 28 December 2012 - 11:30 PM, said:
i would say mesmers who do this are even more dangerous. the ones that shatter and leap/frenzy are entirely predictable and easily avoided. But yes, this is why it's kinda overpowered... because even without the burst, there's still alot of consistent damage being put out, and you're either forced to destroy the clones, (which are easily replaced), or take that damage.
i'm not really sure what a good solution is, maybe some small nerfs across the board?
i'm not really sure what a good solution is, maybe some small nerfs across the board?
A bit old of a post, but I fell off my couch laughing when I read this.
A old phrase came to mind that just fit this like a glove;" Pot calling the kettle black".
In Topic: Help please - Mesmer endgame gear/stats
27 December 2012 - 10:16 AM
Good bomb build, I wonder why you took illusion V instead of III or II though. I can't say it is a bad choice, I just think there are more useful traits for a non condition mesmer.
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NJ – Free Comic Book Day 2014
April 30, 2014 by Colin Solan
Filed under Comic Books, Free Comic Book Day, New Jersey, Signing and Appearance Profiles
Cliff Chiang, Jamal Igle, and Ian Dorian appear at WildPig Comics on Saturday May 3rd for Free Comic Book Day!
Press Release:
Come help us celebrate WildPig Comic's 15th Anniversary!
We'll have tons of Free Comic Book Day Comics, huge sales on almost everything in the store (more info soon), and lots more!
Artist Appearances (11am – 3pm)
– CLIFF CHIANG (Wonder Woman, Human Target)
– JAMAL IGLE (Molly Danger, Firestorm)
– IAN DORIAN (Uncanny X-Force, Secret Avengers)
Raffle (2pm) with TONS of Prizes, including a GIANT SIZE X-MEN #1 (F)!
$1 – 1 Raffle Ticket
$5 – 6 Raffle Tickets
$10 – 14 Raffle Tickets
WildPig Comics
14 South Michigan Avenue, Kenilworth, NJ 07033
UK – Revenge #1 Signing
February 3, 2014 by Colin Solan
Filed under Comic Books, England, Other, Signing and Appearance Profiles, Television
Writer JONATHAN ROSS and artist IAN CHURCHILL sign the first issue of the Revenge (Image Comics) mini-series at the Forbidden Planet London Megastore on Saturday 1st March from 1:00 to 2:00pm.
Griffin Franks was a joke in Hollywood. A washed up action-hero. Over the hill. Past it. A has-been. A barely-was. But now he IS The Revenger. He's a star. His movie's a hit. His latest wife is hot. He finally has everything he wants. Just in time for someone to take it all away. Forever. Starting with his face.
As well as scripting this great new title, Jonathan Ross makes his art debut – he has drawn the cover of the Forbidden Planet Variant of Revenge #1, with inks and colouring by Ian Churchill.
Needing no introduction, JONATHAN ROSS is not only a national celebrity and TV presenter but a lifelong comics enthusiast – who is building a new following of comic fans with his critically acclaimed work on Turf and America's Got Powers!
IAN CHURCHILL has worked professionally in the comic book industry for 20 years. Debuting on Marvel's X-Men titles, he went on to illustrate Cable, Deadpool, The Avengers, Superman, Supergirl, Teen Titans, Red Hulk, Richard Starkings' Elephantmen and his own group of supernatural heroes The Coven. His creator-owned character Marineman, launched in 2010 and received an Eisner Award nomination for Best New Series 2010 and was shortlisted for the 2012 Stan Lee Excelsior Award.
Forbidden Planet London Megastore
179 Shaftesbury Avenue, London, WC2H 8JR
OK – Sterling Gates Signs
January 17, 2014 by Colin Solan
Filed under Comic Books, Oklahoma, Signing and Appearance Profiles
Comics writer Sterling Gates will sign his books from 4 to 6 p.m., Saturday, Jan 18, at Speeding Bullet Comics
Speeding Bullet Comics
614 N Porter Ave, Norman, OK 73071
NYC – Molly Danger Launch Party
October 3, 2013 by Colin Solan
Filed under Comic Books, New York, Signing and Appearance Profiles, Top Stories
Jamal Igle appears at JHU Comics on Saturday October 12th, 2013 at 9:00 pm for the Molly Danger, Book One launch party!
Molly is the world's most powerful 10-year-old girl and protector of the city of Coopersville. Copies of the graphic novel will be on sale for $19.99, with 25% of the proceeds to benefit Hero Initiative. The party, sponsored by Jerry's Artarama, Strathmore and Artograph, runs from 9 p.m 'til midnight, and writer/artist Jamal Igle will be on hand to sign copies! Another great way to spend your con weekend and help raise money for Hero!
JHU Comic Books MANHATTAN
32 East 32nd Street, New York, NY 10016
(212) 268-7088
NYC – X-Factor Signing
August 20, 2013 by Colin Solan
Filed under Animation, Comic Books, New York, Other, Science Fiction and Fantasy, Signing and Appearance Profiles, Television, Top Stories
Writer Peter David closes down X-Factor Investigations with a signing at JHU Comics on Friday, September 6th at 6:00PM at their Manhattan Location. So stop on by and pick up the final issue of the critically acclaimed landmark title X-Factor and get an autograph from the man, the myth, the legend, Peter David himself, at JHU Comic Books, where fans and creators meet!
*Please note: purchase of X-Factor #262 is required to participate in signing.
JHU Comic Books MANHATTAN
32 East 32nd Street, New York, NY 10016
(212) 268-7088
NYC – Dare2Draw w/ Rocket Girl
June 13, 2013 by Colin Solan
Filed under Comic Books, New York, Signing and Appearance Profiles, Top Stories
Artist Amy Reeder appears for a Dare2Draw lecture and Q & A at the Society of Illustrators on Thursday, June 27, 2013 from 6:00 pm until 9:30 pm!
About Amy Reeder:
Amy Reeder "Best known for her work on Batwoman and for her Supergirl covers, Amy Reeder rose to popularity on Vertigo's Madame Xanadu, earning her three Eisner nominations: Best New Series, Best Artist, and Best Cover Artist.
Since then Amy has moved toward creator-owned projects, the first of these being Halloween Eve, a one-shot published by Image last October. Currently Amy is working on the upcoming Rocket Girl, an ongoing series with writer Brandon Montclare. Both have been funded through successful Kickstarter campaigns.
Society of Illustrators
128 East 63rd Street, New York, NY 10065
NYC – An Evening with Peter David
May 21, 2013 by Colin Solan
Filed under Comic Books, New York, Other, Science Fiction and Fantasy, Signing and Appearance Profiles, Television
Press Release:
PETER DAVID, acclaimed "writer of stuff," including HULK, X-FACTOR, and STAR TREK, goes one-on-one with comics writer, editor, and critic DANNY FINGEROTH (author of SUPERMAN ON THE COUCH) for a freewheeling discussion.
Event will be held at:
The Soho Gallery for Digital Art
138 Sullivan Street (between Houston and Prince), New York, NY 10014
Purchase ticket in advance: $10
Pay at the door: $15
ABOUT Peter David
PETER DAVID is a prolific, award-winning author whose career, and continued popularity, spans more than two decades. He has worked in every conceivable media: Television, film, books (fiction, non-fiction and audio), short stories, and comic books, and acquired followings in all of them. In the literary field, Peter has had over fifty novels published, including numerous appearances on the New York Times Bestsellers List. Peter's comic book resume includes an award-winning twelve-year run on The Incredible Hulk, and he has also worked on such varied and popular titles as Supergirl, Young Justice, Soulsearchers and Company, Aquaman, Spider-Man, Spider-Man 2099, X-Factor, Star Trek, Wolverine, The Phantom, Sachs & Violens, and many others. His website is www.peterdavid.net.
DANNY FINGEROTH was a longtime writer and editor for Marvel Comics and was Senior VP of Education at The Museum of Comic and Cartoon Art (MoCCA). He is the author of Superman on the Couch and Disguised as Clark Kent; and co-editor (with Roy Thomas) of The Stan Lee Universe, a treasury of interviews, articles, and mementos relating to the co-creator of the Marvel Universe. Find out more at: www.dannyfingeroth.com.
Soho Gallery For Digital Art is a multi-purpose event space, art gallery and theater.
We are located at 138 Sullivan Street btwn Houston and Prince. The gallery is 2000 sq. feet on 2 floors with 16 40″ digital canvases that can be customized for any event as well as projector and screen in our 75-seat theater downstairs.
Centrally located in an iconic NYC neighborhood, SGDA has hosted all types of events; company parties, corporate meetings, product launches, film screenings, film shoots, art shows, fashion shows, theatrical performances and special occasions.
If you can dream it, we can do it.
Art Auction to Benefit Peter David
January 31, 2013 by Colin Solan
Filed under Comic Books, Everything Else, Other, Science Fiction and Fantasy, Television, Top Stories
Last month writer Peter David suffered a debilitating stroke while vactioning with his family. His friend and Fallen Angel artist J.K. Woodward has started up a benefit art auction featuring characters that David has created or worked on such as the Hulk, X-Factor, Supergirl, Young Justice, and more. Artists including Pablo Raimondi, Jamal Igle, Joe Corroney, Valentine De Landro, Steve Bryant, Emanuela Lupacchino, Paul Davidson, and more have contributed pieces already. The auction is set to run mid-February. If you would like to contribute art or make a direct donation, more information can be found at the link.
Illustration by JK Woodward.
NYC – Halloween Eve Signing
October 15, 2012 by Colin Solan
Filed under Comic Books, New York, Signing and Appearance Profiles, Top Stories
Comments Off
Eisner-nominated artist Amy Reeder and writer Brandon Montclare sign at Comic Book Jones on Wednesday October 17, 2012 from 4:00 – 9:00 pm! Come meet the creators of this beautiful new creator-owned book, Halloween Eve! Not to be missed!
Comic Book Jones
2220 Forest Avenue, Staten Island, NY 10303-1700
CA – Massive DC Comics Signing
October 11, 2012 by Colin Solan
Filed under Animation, California, Comic Books, Other, Signing and Appearance Profiles, Television
Comments Off
Emerald Knights Comics hosts a massive DC Comics signing on Sunday October 21st at 1:00 PM.
Comic book contributors:
Joshua Fialkov (writer) – I, Vampire
Adam Glass (writer) – Suicide Squad
Kyle Higgins (writer) – Nightwing
J.T. Krul (writer) – Captain Atom, Batman Beyond Unlimited
Brian Buccellato (writer) – Flash
Alé Garza (artist) – Teen Titans
Mike Johnson (writer) – Supergirl
Lotita Ritmanis, Michael McCuistion, Kristopher Carter
They all worked on Batman: Animated, Teen Titans, Batman: Brave & the Bold, Young Justice, Superman: Animated and Justice League.
Frederik Weidmann – Green Lantern: Animated
Voice Talent:
Josh Keaton (Green Lantern: Animated, Young Justice, Batman: The Animated Series)
Emerald Knights Comics and Games
4116 W. Burbank Blvd, Burbank, CA 91505


text:
From Jim Gilliam's blog archives
John Moody responds to Outfoxed
July 11, 2004 7:46 AM From Howie Kurtz's article today: More from the archive in Outfoxed.
John Moody responds to Outfoxed (07.11.2004)
Next Entry: FOX: "People steal our footage all the time" (07.11.2004) Read the 1 comments.
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